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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

What Constitutes a Science of Reading Instruction?
Timothy Shanahan
Reading Research Quarterly (2020) Vol. 55, Iss. S1
Closed Access | Times Cited: 91

Showing 1-25 of 91 citing articles:

Towards a Consensus for Dyslexia Practice: Findings of a Delphi Study on Assessment and Identification
Caroline Holden, Philip Kirby, Margaret J. Snowling, et al.
Dyslexia (2025) Vol. 31, Iss. 1
Open Access | Times Cited: 1
The Science of Reading: Supports, Critiques, and Questions
Amanda P. Goodwin, Robert T. Jiménez
Reading Research Quarterly (2020) Vol. 55, Iss. S1
Open Access | Times Cited: 63
Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading
Alida K. Hudson, Karol A. Moore, Bing Han, et al.
Reading Research Quarterly (2021) Vol. 56, Iss. S1
Closed Access | Times Cited: 45
What Matters Most? Toward a Robust and Socially Just Science of Reading
Maren Aukerman, Lorien Chambers Schuldt
Reading Research Quarterly (2021) Vol. 56, Iss. S1
Open Access | Times Cited: 31
Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners: Evidence From the Science of Reading
Alexandra Gottardo, Xi Chen, Michelle Ru Yun Huo
Reading Research Quarterly (2021) Vol. 56, Iss. S1
Closed Access | Times Cited: 31
What’s Hot in Literacy: The Duality of Explicit Instruction & Cultural And Linguistic Considerations
Stephanie Grote-Garcia, Evan Ortlieb
Literacy Research and Instruction (2023) Vol. 62, Iss. 1, pp. 1-15
Closed Access | Times Cited: 12
Factors Affecting Reading Level, Comprehension Skills, and Academic Performance of Intermediate Pupils: Basis for Enhancement Plan
Keren Grace Rodriguez
(2025) Vol. 33, Iss. 10, pp. 1176-1189
Open Access
Centering Black Girls and Families' Digital Engagement, Reading (Literacies), Writing, and Interpretation of Multimodal Texts
Tisha Lewis Ellison, Marva J. Solomon, Delicia Tiera Greene
The Reading Teacher (2025)
Open Access
Elementary Teachers’ Self-Reported Knowledge of the Science of Reading: An Exploratory Study
Sara Flanagan, Rachel Brown‐Chidsey, Melissa J. Cuba, et al.
Journal of Education (2025)
Closed Access
Navigating Literacy Teaching and Learning Within Restrictive Policy Contexts
Carla Tanguay, Rebecca Rohloff, Ruchi Bhatnagar, et al.
The Teacher Educator (2025), pp. 1-26
Closed Access
If “Black Lives Matter in Literacy Research,” Then Take This Racial Turn: Developing Racial Literacies
Marcus Croom
Journal of Literacy Research (2020) Vol. 52, Iss. 4, pp. 530-552
Closed Access | Times Cited: 30
The Science of Reading: Four Forces That Modified, Distorted, or Ignored the Research Finding on Reading Comprehension
Peter Dewitz, Michael F. Graves
Reading Research Quarterly (2021) Vol. 56, Iss. S1
Closed Access | Times Cited: 19
Informing the Science of Reading: Students’ Awareness of Sentence‐Level Information Is Important for Reading Comprehension
Elizabeth MacKay, Elise Lynch, Tamara Sorenson Duncan, et al.
Reading Research Quarterly (2021) Vol. 56, Iss. S1
Closed Access | Times Cited: 18
The Trouble With Binaries: A Perspective on the Science of Reading
David B. Yaden, David Reinking, Peter Smagorinsky
Reading Research Quarterly (2021) Vol. 56, Iss. S1
Closed Access | Times Cited: 18
Key Knowledge to Support Phonological Awareness and Phonics Instruction
Shayne B. Piasta, Alida K. Hudson
The Reading Teacher (2022) Vol. 76, Iss. 2, pp. 201-210
Closed Access | Times Cited: 14
How do structured pedagogy programmes affect reading instruction in African early grade classrooms?
Ursula Hoadley
International Journal of Educational Development (2024) Vol. 107, pp. 103023-103023
Open Access | Times Cited: 2
An implementation case study for the Response to Intervention (RTI) approach for oral language and reading instruction in the early years of primary school
Beth Shingles, Cecilia Sinclair, Tessa Weadman, et al.
Australian Journal of Learning Difficulties (2024) Vol. 29, Iss. 1, pp. 97-115
Closed Access | Times Cited: 2
Resisting Positionings of Struggle in “Science of Teaching Reading” Discourse: Counterstories of Teachers and Teacher Educators in Texas
Melissa Mosley Wetzel, Allison Skerrett, Beth Maloch, et al.
Reading Research Quarterly (2020) Vol. 55, Iss. S1
Closed Access | Times Cited: 18
Advancing the Science of Teaching Reading Equitably
Bryant Jensen
Reading Research Quarterly (2021) Vol. 56, Iss. S1
Closed Access | Times Cited: 15
Where Is the Evidence? Looking Back to Jeanne Chall and Enduring Debates About the Science of Reading
Peggy Semingson, William Kerns
Reading Research Quarterly (2021) Vol. 56, Iss. S1
Closed Access | Times Cited: 15
Evaluating the Effectiveness of a Volunteer One-on-One Tutoring Model for Early Elementary Reading Intervention: A Randomized Controlled Trial Replication Study
Carrie E. Markovitz, Marc W. Hernandez, E. C. Hedberg, et al.
American Educational Research Journal (2021) Vol. 59, Iss. 4, pp. 788-819
Closed Access | Times Cited: 15
An Examination of Dyslexia Research and Instruction With Policy Implications
Peter H. Johnston, Donna M. Scanlon
Literacy Research Theory Method and Practice (2021) Vol. 70, Iss. 1, pp. 107-128
Closed Access | Times Cited: 13
Elementary Teachers' Perspectives on Teaching Reading Comprehension
R. F. I. Smith, Pamela Snow, Tanya Serry, et al.
Language Speech and Hearing Services in Schools (2023) Vol. 54, Iss. 3, pp. 888-913
Open Access | Times Cited: 5
Exploring teacher and student knowledge of sentence‐level language features
Rachel Knecht, Lisa M. Larson, Dianna Townsend
Journal of Adolescent & Adult Literacy (2023) Vol. 66, Iss. 6, pp. 344-354
Closed Access | Times Cited: 5
Conflict or Conversation? Media Portrayals of the Science of Reading
Deborah MacPhee, Lara J. Handsfield, Patricia Paugh
Reading Research Quarterly (2021) Vol. 56, Iss. S1
Closed Access | Times Cited: 12
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